合作學習與概念構圖教學策略對大專生桌球課程學習動機之影響

本研究目的在比較合作學習與概念構圖教學策略介入大專生桌球課程在學習動機上之差異情形。研究對象以立意取樣方式，選取北部地區某大專院校學生實際參與實驗34名，其平均年齡為21.3+1.43歲。本研究將研究對象區分為合作學習組與概念構圖學習組，以每週2次，每次100分鐘，共進行7週桌球教學課程實驗，並在實驗開始前與實驗結束後，施測ARCS學習動機量表，結果發現：一、合作學習教學策略介入大專生桌球課程後，在學習動機上有顯著的效果。二、概念構圖教學策略介入大專生桌球課程後，在學習動機上有顯著的效果。三、合作學習與概念構圖兩種教學策略，在大專生桌球課程的學習動機上並無任何差異。

關鍵字

教學策略；大專桌球課程； ARCS模式

並列摘要

The purpose of this study was to compare the influence of learning motivation by use the cooperative learning and concept mapping strategies on college table tennis unit. Thirty-seven participants were college students who involved the table tennis class, and divided into two groups. One group was taught by use cooperative learning strategy, and the other one was taught by use concept mapping strategy. Students met the class two days per week. Each class was met for one hundred minutes. The ARCS Survey in PE was administrated to the students before and after the intervention of cooperative learning strategy and concept mapping strategy. The data analysis was utilized descriptive statistic, paired-sampling t-test, and independent t-test. The results were following: 1. The cooperative learning strategy group was a significant difference between the pre-test and post-test on the factors of attention, relevant, and learning motivation, but no significant difference founded on the factors of satisfaction and confidence. 2. The concept mapping strategy group had a significant difference between the pre-test and post-test on the factor of attention and learning motivation, but no significant difference was found on the factors of relevant, satisfaction, and confidence. 3. There was no significant difference between cooperation strategy group and concept mapping strategy group on the factors of attention, relevant, satisfaction, confidence, and learning motivation.

並列關鍵字

instruction strategy ； college table tennis unit ； ARCS model

國際替代計量

合作學習與概念構圖教學策略對大專生桌球課程學習動機之影響

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